観察学習における認知的ズレと同一視の効果

概要

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The present study was designed to test Kagan's and Kohlberg's hypothesis adding the degree of cognitive discrepancy. 63 preschool boys(age 5)were assigned to four experimental and control groups. Four experimental groups were affiliative-high discrepancy(A-H), affiliative-low discrepancy(A-L), non affiliative-high discrepancy(N-H)and non affiliative-low discrepancy(N-L). The model was a male who was a graduate student. The task was selection of two tots; blocks and clay, that were well known. First, subject observed model's playing with the toy for five minutes. Aftermodel left the room, subject was instructed to play with more likely toy. Subject's behaviors were observed and checked for ten minutes. The results were as follows: 1.There was a significant difference level on the observational learnig between A-L, N-L and control group. 2.There was a significant difference level between A-H and N-H, control group(TABLE 2, FIG. 1).
日本教育心理学会の論文
1975-09-30